A trajetória escolar de estudante ribeirinho da UFAM e a construção da identidade

Abstract

We cannot treat Brazilian fields as if they were homogeneous, the Amazon alone encompasses diverse ethnic groups and traditional populations with particular sociocultural and political identities. Talking about the school trajectory includes an immense variety of paths and choices that vary from the student's social origin, school infrastructure, parents' profession, climatic characteristics, among other factors. Adopting the perspective of Rural Psychology and Critical Social Psychology, our general objective was: To investigate how riverside students who study at UFAM signify their schooling trajectory and experiences in higher education. Specific objectives: a) To know the schooling trajectory of riverside students from basic education to admission to higher education, b) To describe the experiences of these students in the daily life of UFAM; c) Understand how academic life affects the process of building their identities. This research was qualitative, exploratory and in the nature of a case study. The instruments used were 1. general PROCAD-AM questionnaire applied online and in person, which generated a database with the participants' information (name, campus, age, place of birth and residence, belongs to or originates from some Amazonian community, etc.); 2. Individual interview with open narrative. We started with the guiding question: “tell me about your life trajectory from childhood to the arrival of higher education”; 3. Individual interview mediated by images or objects chosen by the participant, representing the moment of transition from high school to higher education. As for the results of the PROCAD – AM questionnaire, we had 124 participants, of which 57 were online respondents and 67 were face-to-face. Of this total number, only 23 people identified themselves as riverside dwellers. We were able to get in touch with 7 people who fit the inclusion criteria, 2 showed interest in participating and only 1 followed through to the end of the interviews. The analysis was constructive-interpretative, through which we identified the senses and meanings of the narrative of this case study in 5 moments of the deponent's school trajectory: 1. Elementary School and Community Life in Tonantins/AM; 2 Leaving the Community for High School Technical in Tabatinga/AM; 3. Return to Tonantins/AM and Beginning of Teaching in the Rural Area; 4. Higher Normal Education: PARFOR; 5. Political Identity of Professor Ribeirinho. Through these categories we narrate Nandinho's trajectory, the paths that led him to higher education, addressing the role of education in the construction of identity according to the theory of identity-metamorphosis emancipation, along with the experiences and meanings found along the way, which is crossed by the public educational policies of interiorization. We conclude that the school trajectory permeates the identity construction of the subject and vice versa, as he advances in educational levels, which contributes to changing his perception about the roles he wants to assume in his life, facing the dilemma of staying in his community or migrating. looking for “better” opportunities, or even realizing that leaving these spaces is not the answer for improvement, as well as helping them to realize their own role within society. We could also see the importance of family members in the construction of identity and discuss the myth of meritocracy and the importance of public policies of access, permanence and an education based on the appreciation, context and knowledge of the rural world.